Premium Essay

Week 1 Assignment Bias, Rhetorical Devices

In: Other Topics

Submitted By katiga2000
Words 462
Pages 2
Assignment: Bias, Rhetorical Devices, and Argumentation

Assignment: Bias, Rhetorical Devices, and Argumentation
The” Citizen Kane” speech given by Charles Foster Kane in 1941 campaigning for Governor is full of bias. The bias starts from the very beginning of his speech by addressing his audience, attacking his opponent by using various fallacies of incorrect argument. First he begins with attacking “boss Jim W. Getty and his political machine” one example or another, where he is saying “There is only one man who can rid the politics of this State of the evil domination of Boss Jim Getty’s.” The tactics that are used here are for the reason of making himself to look better and stronger, in his point of views and political plan. This fallacy is called scapegoating, when you putting the blame for the problems on the opponent’s convictions and building confidence in the listeners. Kane in this example also uses Ad Hominen, which is where the candidate is verbally attacking his opponent rather than the argument. There is an example of gender and age bias: “The working man and the slum child know they can expect my best efforts in their interests.” Kane is indicating that men are the only ones working and that all the children are slum. Kane makes a statement about “the decent, ordinary citizens know that I’ll do everything in my power to protect the underprivileged, the underpaid, and the underfed.” In my opinion I believe, that this could be a begging the question fallacy; if he is saying that the underprivileged, the underpaid, and the underfed are not the decent, ordinary citizen he is talking about in this case it is.
He used also a metaphor rhetorical device where he compares two different things: “Now, however, I have something more than a hope”. “And Jim Gettys—Jim Gettys has something less than a chance” or another rhetorical device “Well,

Similar Documents

Free Essay

Com 220 Week 1 Assingment

...220 Week 1 Assignment Throughout the introduction and speech there are examples of fallacies, rhetorical devices, and bias. The first example of bias is delivered when introducing Kane. The campaigner introducing Kane refers to “the evil domination of Boss Jim Gettys,” this clearly indicates bias in favor of Kane, and also is an example of the ad hominem fallacy by attacking Jim Gettys rather than his arguments. The campaigner also uses the scare tactics and the false dilemma fallacy when he states “There is only one man who can rid the politics of this State.” There surely could be more candidates than Kane, and his use of fear to try to scare voters into voting for Kane. Kane commits ad hominem fallacy when stating “to point out and make public the dishonesty, the downright villainy, of Boss Jim W. Gettys political machine.” Kane is clearly attacking Gettys rather than is arguments. Kane uses the false dilemma fallacy presenting two choices as the only choices available when he states “Now, however, I have something more than a hope. And Jim Getty’s, Jim Gettys has something less than a chance. Every straw vote, every independent poll shows that I’ll be elected.” Kane continues with the apple polishing fallacy by appealing to the crowd’s vanity in an attempt to persuade them to vote for him when he states “The decent, ordinary citizens know that I'll do everything in my power to protect the underprivileged, the underpaid, and the underfed.” Examples of rhetorical devices...

Words: 607 - Pages: 3

Premium Essay

Syllabus

...prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Course Dates Aug 18, 2014 - Oct 19, 2014 Faculty Information Name : Email Address : Alternate Email Address Phone Number : BERNICE PARROTT (PRIMARY) baparrott@email.phoenix.edu (770) 886-9389 Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): • Academic Policies • Instructor Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Get Ready for Class • Familiarize yourself with the textbooks used in this course. Course Materials All electronic materials are available on your student website. Week1 Identifying Components of Argumentation Tasks • Course Preparation Aug, 18 - Aug, 24 Objectives/Competencies 1.1 Identify examples of bias, rhetorical devices, argumentation, and effective counterarguments. 1.2 Complete a research plan based on a chosen topic. Required Learning Activities • Associate Level Writing Style Handbook, Ch. 1 • Appendix A • Appendix...

Words: 2850 - Pages: 12

Premium Essay

That Thing

... | | |College of Humanities | | |COM/220 Version 7 | | |Research Writing | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities...

Words: 2553 - Pages: 11

Premium Essay

Phl 320 Week 2 Knowledge Check

...PHL 320 Week 2 Knowledge Check To Buy This material Click below link http://www.uoptutors.com/phl-320-new/phl-320-week-2-knowledge-check 1.Uncertainty exists when the manager A. knows that the probability of success is less than 100 percent B. knows the risk involved in making the decision C. faces two conflicting issues D. has insufficient information to make the decision 2. Which of the following statements about group decision making improves the chances that the decision will be implemented successfully? A. People who participate in a group discussion are more likely to understand why the decision was made. B. Different approaches to solving the problem are available. C. More information is available when several people are making the decision. D. A single group member can dominate the discussion 3.A phenomenon that occurs in decision making when group members avoid disagreement as they strive for consensus is known as A. goal displacement B. satisficing C. groupthink D. domination 4. Identify the fallacy in the following statement: “Frankly, I don’t think you would be satisfied with anything less than our Model 24, which allows for more expansion than any other personal computer in its class. The way you catch on to things—something I can tell just from the questions you’ve asked here in the store—you’re not going to be happy with a machine whose limits you’ll soon reach.” A. Apple polishing B. Wishful thinking C. Groupthink D. Scare tactics 5...

Words: 481 - Pages: 2

Premium Essay

Critical Thinking

...* This assignment will showcase your ability to recognize and examine argument structure.  Please be sure to follow all of the assignment guidelines, which your instructor will give to you in class or listed below.

 * In this week's assignment, we are going to take a look at a couple of arguments related to an immensely controversial idea in our society, the idea of same-sex marriage. At the end of Chapter Six you will find two different opinions, Justice Margaret Marshall’s majority opinion on Goodridge v. Department of Public Health  and Matthew Spalding’s “A Defining Moment for Marriage and Self-Government.  While many of you may have strong opinions on one side or the other of this debate, this week we're asking you to set your own opinions aside, and see if we can begin to identify the different parts of the argument.

Directions: Specifically, read through these two articles and choose ONE of them. Then, for your chosen article, identify the various parts of the argument as they are described in chapter six of your text. Explain how the various parts work together to prove an overall claim. Again, you are NOT asked in this assignment to give your opinion on same-sex marriage or your stance on the issue, but to describe the argument being made and explain how those different parts work together.

PLEASE NOTE: This assignment is not asking for a summary of the articles nor your perspective on this issue. Instead, in this assignment and many others, you will be...

Words: 966 - Pages: 4

Premium Essay

What

...CHAP TER Rhetorical Modes 1. NARRATION L E A R N I N G O B J E C T I V E S 10 1. Identify the purpose and structure of narrative writing. 2. Recognize how to write a narrative essay. Rhetorical modes simply mean the ways in which we can effectively communicate through language. This chapter covers nine common rhetorical modes. As you read about these nine modes, keep in mind that the rhetorical mode a writer chooses depends on his or her purpose for writing. Sometimes writers incorporate a variety of modes in one essay. In covering the nine rhetorical modes, this chapter also emphasizes these as a set of tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose...

Words: 14947 - Pages: 60

Premium Essay

Socio

...ACHIEVEMENT REQUIREMENTS GSW 1110 Section 146L Fall 2015 |Instructor: |Joseph Celizic | |E-mail: |cjoseph@bgsu.edu | |Office: |421 East Hall | |Office Hours: |Tuesday & Thursday: 4:00 – 5:30 | | |(and by appointment) | |Mailbox: |210 East Hall (my mailbox is above my name) | |Learning Commons: |140 Jerome Library | |Learning Commons Phone: |372-2823 (call ahead to make an appointment) | REQUIRED COURSE TEXTS AND MATERIALS • Kirszner & Mandell’s The Brief Wadsworth Handbook (BGSU Special Edition). 7th edition. Laurie Kirszner and Stephen Mandell. Wadsworth, Cengage Learning, 2013 • A laptop with a word processing program (Microsoft Word or Open Office) that you must bring to every class, fully...

Words: 5424 - Pages: 22

Premium Essay

5 Steps to a 5 Ap English Langauge

...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...

Words: 76988 - Pages: 308

Premium Essay

Edahod5 Assignment 1

...The Educator as Assessor EDAHOD5 UNISA Assignment 1 by Student number 30557623 Question 1: Assessment instrument 1 Strategies for Assessment Learners, in pairs, have to prepare and deliver an oral presentation of any genre and topic, as agreed upon with the educator. The length of delivery should not exceed 10 minutes. The following assessment rubric will be used by the other learners in the class to assess the presentation. 1a. Subject/learning area 1b. Lesson topic to be assessed 1c. Grade to be assessed English FAL Oral presentation in pair: (with guidance from teacher on choice of topic and format of presentation if necessary) Grade 11 2. Learning outcome/topic Learning outcome 1 (NCS): Listening and speaking: The learner is able to listen and speak for a variety of purposes, audiences and contexts. to be assessed 3. Assessment standards applied (the exact assessment standards that will apply will depend on the genre (debate, research report, narration, argument, etc.) of oral presentation the pair of learners opt for) We know this when the learner is able to: a) demonstrate knowledge i) learn about and share ideas and concepts, comment on experiences, of different forms of oral defend a position, make an unprepared response, read aloud, tell a story; communication for social purposes: ii) interact in group discussions by expressing own ideas and opinions and listening to and respecting those of others, while engaging with a range of issues such as inclusivity and...

Words: 4947 - Pages: 20

Premium Essay

English 11 in Ontario

...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....

Words: 100005 - Pages: 401

Premium Essay

Shade

...Revision for Final Examination Risks of stating the obvious! 1 Format Date of final examination: Thursday 22 September Time: 2 pm (2 hours) This is a closed book examination.  Section A  Answer True / False questions. (10 marks)   Section B Multiple Choice questions (10 marks)   Section C  Answer short structured questions (15 marks) Short essay type responses (15 marks) 2 Section D  How you should prepare     Define terms you have learnt in this unit and think about examples of these concepts. Review the slides and refer to the respective pages in the textbook. The summary of each chapter is also a very useful reference. Practice the exercises in the textbook and handouts / slides to reinforce your learning Practice writing essays 3 Lesson 1a & 1b Critical Thinking What is What are critical the barriers thinking? to critical Why is it thinking? important? How to develop critical thinking skills? What is an argument? How to differentiate arguments from nonarguments? 4 Lesson 1a What is Critical Thinking?  Complex process of deliberation involving a range of skills and attitudes Identifying arguments Reading between the lines Drawing conclusions Evaluating Evidence Recognising techniques Presenting viewpoints Weighing arguments Reflecting on issues Critical thinking focuses on: Arguments  Evaluate messages conveyed through speech, writing, performance or other...

Words: 6480 - Pages: 26

Premium Essay

Will Do Next Time

...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGraw­Hill, an imprint of The McGraw­Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006,  2003, 2000, 1997, 1994, 1991 by The McGraw­Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form  solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in  any other form or for any other purpose without the prior written consent of The McGraw­Hill Companies, Inc., including, but not limited to, in any  network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...

Words: 159106 - Pages: 637

Premium Essay

Writing for Success

...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...

Words: 171477 - Pages: 686

Free Essay

Most Harmless Econometrics

...The London School of Economics March 2008 ii Contents Preface Acknowledgments Organization of this Book xi xiii xv I Introduction 1 3 9 10 12 16 1 Questions about Questions 2 The Experimental Ideal 2.1 2.2 2.3 The Selection Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Random Assignment Solves the Selection Problem . . . . . . . . . . . . . . . . . . . . . . . . Regression Analysis of Experiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II The Core 19 21 22 23 26 30 36 38 38 44 47 51 51 3 Making Regression Make Sense 3.1 Regression Fundamentals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1.1 3.1.2 3.1.3 3.1.4 3.2 Economic Relationships and the Conditional Expectation Function . . . . . . . . . . . Linear Regression and the CEF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Asymptotic OLS Inference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Saturated Models, Main E¤ects, and Other Regression Talk . . . . . . . . . . . . . . . Regression and Causality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2.1 3.2.2 3.2.3 The Conditional Independence Assumption . . . . . . . . . . . . . . . . . . . . . . . . The Omitted Variables Bias Formula . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bad Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...

Words: 114745 - Pages: 459

Premium Essay

Moral Compass

...CreditsBU 131.601.F5Summer Session 2016Wednesdays 1:30-4:30pm -- June 8 – July 27 Harbor East Room 230 | Instructor Rick Milter, Ph.D. Contact Information Phone Number: 410.234.9422 milter@jhu.edu Office Hours Typically before class session or by appointment. Required Learning Materials This course is a series of thematic conversations about human values and your responsibilities as an emerging/aspiring business leader. There is no traditional textbook, but there is much reading. You are required to read The Moral Compass: Leadership for a Free World, a workbook by Lindsay Thompson available online as a PDF in Course Documents. You will find details about required learning materials in the Bibliography and Theme Briefs sections of the Syllabus. Course Description and Overview This course explores ethical leadership as a framework for enterprise value creation in a complex environment of competing economic and moral claims. Students examine the intrinsic ethical challenges of leadership and the concept of a moral compass as a foundation for responding effectively to the ethical challenges of corporate citizenship and value creation in a competitive global economy. (2 credits) Syllabus Table of Contents Page Topic 2 Bibliography & Learning Resources 6 Calendar, Seminar Structure, Theme Briefs, Content 42 Seminar Preparation Toolkit 48 Learning Objectives, Graded Assignments, Deliverables 59 General Academic Policies 61...

Words: 18169 - Pages: 73